| Title: |
Pre-Service Teachers' Perceptions and Experiences Implementing CATCH My Breath |
| Language: |
English |
| Authors: |
Moosbrugger, Michelle; Losee, Timothy M.; González-Toro, Christie M.; Drewson, Staci R.; Stapleton, Peter J.; Ladda, Shawn; Cucina, Irene |
| Source: |
American Journal of Health Education. 2023 54(1):20-28. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
9 |
| Publication Date: |
2023 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education; Secondary Education |
| Descriptors: |
Health Education; Program Implementation; Preservice Teachers; Student Attitudes; Teacher Education Programs; Mastery Learning; Barriers; Smoking; Electronic Equipment; Health Behavior; Secondary School Students; Evidence Based Practice; Prevention; Physical Education; Instructional Effectiveness; Teaching Skills; Curriculum Development; Student Teaching |
| DOI: |
10.1080/19325037.2022.2142336 |
| ISSN: |
1932-5037; 2168-3751 |
| Abstract: |
Background: Vaping among American secondary students is increasing. School-based health education is well positioned to deliver messaging about the dangers of vaping and to develop refusal skills. CATCH My Breath (CMB) is an evidence-based vaping prevention curriculum that provides resources to create and sustain healthy behaviors. Given inherent challenges during the induction stage of career socialization, pre-service and beginning health and physical educators may experience heightened teaching efficacy by delivering prepackaged curriculum. Purpose: Investigate health and physical education pre-service teachers' perceptions of and experiences with implementing the CMB curriculum. Method: Basic qualitative research design was utilized to determine perceptions of 12 pre-service teachers from two teacher education programs in the eastern United States. Pre-service teachers completed semi-structured focus group interviews. Results: Themes emerged from a detailed analysis: (a) mastery experiences, (b) support, (c) resources, (d) health education impact, (e) collaborate and lead, and (f) challenges. Discussion: By implementing the curriculum, participants gained teaching efficacy and reported likelihood for future selection of prepackaged units. Translation to Health Education Practice: Implementing evidence-based prepackaged curricula into PETE/HETE programs aligned with teacher education standards supports collaboration and reflection within the student teaching triad which may increase teaching efficacy of pre-service teachers. |
| Abstractor: |
As Provided |
| Entry Date: |
2023 |
| Accession Number: |
EJ1375976 |
| Database: |
ERIC |